Homeschool Snapshot

In a sort of continuation of my last post, I am still mulling over various aspects of my homeschool techniques, and the criticisms that are directed at me for them. One difficulty of Unschooling is that, particularly with younger learners, there is very little concrete evidence that learning is actually occurring. By "concrete", I am speaking of something that one can hold and read, that can be seen and filed away, that represents tidy, direct evidence that certain (specific) skills have been mastered.

This is a real problem for me, because I am expected to deliver concrete evidence that I am doing my job well. One way that I have addressed this issue is through yearly standardized testing, but that's not enough. I also try to collect art work and examples of writing, to file away in a portfolio of sorts. It can be hard in the chaos of normal life, but I do hope to get better at it. Still however, the incidental byproducts of our adventurous unschooling existence are seldom tidy little examples of a narrow definition of learning, that I can collect and file away for later scrutiny.

One suggestion that has been made to me very earnestly is that I carry a notebook with me, and every time something of an "educational" nature occurs with one of the boys, I am to note it down. This will enable me to show some sort of record of learning, to keep track of the boys' interests and curiosities, and make it possible for me to test them later on things we have covered.

This sounds very reasonable unless you've lived the unschooling lifestyle. Are there any unschoolers reading this? Am I right? I'm not sure. I know, for me, the thought of carrying a notebook everywhere with me and keeping track of every "learning" moment throughout the day sounds like a gargantuan task. I have a hard enough time meeting everyone's constant needs, without trying continually to put things into words and take notes. Not to mention, much of their learning happens independently. And ultimately, I don't think this task has any value for increasing the efficacy of their education. It's value lies solely in reassuring detractors. Is such a huge effort, then, worth the sacrifices it would entail?

When presented with this idea, I thought of a recent incident of "learning" (they're really learning all the time, not just when the topic is "school"-related) that occurred just a few days ago. We were visiting Charlottesville, Va as a family. Billy was combining work with pleasure, and he was busy for several hours recording while I entertained the three boys. I had walked with them to a nearby playground.

In addition to fun climbing equipment and swings, the playground was abundantly equipped with spinning devices. There was a spinning "Nest" which the boys had no end of fun in, twisty poles, and several "spinner bowls", like these:

The bowls are set into the ground at an angle. Littleman sat down into one, and looked a little bemused.
"How do I make it go?", he asked me.
"You have to use gravity and your own weight to make it spin.", I replied. "Lean forward."
He did, and the shift in weight immediately caused the cup to spin him 180 degrees so that the greatest mass was on the downhill side.
"Good", I said, "now lean back."
Which of course resulted in another 180 degree spin back to where he'd started.
He grinned.
"Now just keep doing that, in rhythm, until you get spinning really well.", I told him.
"Why does that work?", he asked me.

This then, was one of those "teachable moments" when I find myself doing my best to distill a fairly complicated answer into something that will satisfy Littleman while still accurately explaining the concepts at hand. Funny how such a deceptively simple question can really be tough to explain. So I launched into a brief description of rotation, momentum and centrifugal force. . to the best of my ability, because my understanding is admittedly hazy and I did not have my laptop handy for quick research.

Littleman experimented with shifting his weight, spinning, trying different rhythms and trying to speed up or slow down. Those bowls get going very fast! It was perfect for experimenting with rotational physics. Even though my explanation was imperfect, it was enough to plant seeds of knowledge in Littleman's head that he will be able to build on very well. That, combined with the very concrete knowledge of what these forces feel like, will make it easier for him to fully understand when the subject is visited again.

While all this is going on however, I am monitoring Babyman's activities all over the playground, and simultaneously eavesdropping on the conversation that the Pirate is having with a man that we don't know. I am in an unfamiliar place, trying to remain aware of our surroundings. I'm tired and my brain is sluggish from an 8 hour drive the previous day and a persistent head cold. Before I can finish, I am interrupted by Babyman who needs me to push him on the swings. Then the Pirate wants to swing. Then Littleman and Babyman start fighting over the Nest. Next Littleman is introducing me to his new friend. . .

I have trouble imagining myself, with all the other things demanding my attention, simultaneously taking notes in my mind as the conversation unfolded, and then stopping everything to locate my notebook and write my notes down. Then, multiply that by the many, many times that such moments occur throughout the day. This assumes that I even recognize these moments when they occur. . . learning is so seamlessly integrated into our lives that I'm usually not pigeonholing our experiences into "school" and "not school". It would require that I view all my interactions with my children through this lens of "education". I think the ramifications for the kids and me would be far-reaching and mostly negative.

Then again, maybe I am the one being negative. I just don't know.

Unschooling

Wow, it has been a long time. There are many reasons for my blog absence, and perhaps I will go into them in a later post. For now though, I want to write a few things about homeschooling. They are, of course, merely my own thoughts and experiences. I don't presume to say this applies to anyone other than our own family.

As I've probably mentioned, I homeschool our three boys- now aged 8, 6 and 4. I do not believe in doing "school at home"- if I wanted to impose timed classes and pre-written curricula on my children, I would seek a good school for their education. It would certainly be easier on me. Instead, our learning is very fluid, completely integrated into our daily life. We do not have separate time for "school", or even designated "school days". I do not have an external curriculum for my children to follow. I do not write lesson plans, administer pop quizzes, or assign projects. Instead, I actively seek to create an environment for my children that is varied, interesting and enriching, full of exciting and challenging experiences. I listen to them, and I seek to answer their questions as accurately and completely as I can, at the level (or just slightly above) they can understand.

I often ask questions and introduce ideas or experiences that might spark curiosity or further questioning from my children, but I do not force them to memorize facts in order that they may spit them out accurately later. If, after answering a question, the child is still interested in a topic, I will continue the conversation and often seek media to help me illustrate and expand on the topic. I have been pleased with the information that they retain, but the real payoff is in making connections between ideas and developing a less quantifiable, but more fundamental understanding of how the world works.

My approach is based on the ideas and theories of the educational researcher John Holt, who wrote extensively about education from the 60s until his death in 1985. He is considered by many to be the founder of the "Unschooling" movement- a term he coined to describe learning that did not take place in a school or a school-like environment. (As I recall, despite the fact that he came up with the term he said he felt it was rather inadequate, as it is based on what the method is NOT instead of describing what the method IS. He said it was the best he could come up with in one word. But don't quote me on that. I don't feel like hunting up his exact words right now.)

Unschooling, while still a young and controversial movement, has continued to grow since John Holt first introduced the idea. It is a difficult movement to pin down, since it is still defined more by what it does not practice, than by what it does. This is because the unschooling approach is extremely individualized, responding to the interests and needs of individual children and families, rather than imposing a standardized external model. It's hard to define something that looks different for every practitioner. In addition, unschooling is, in practice, often nearly inseparable from parenting methods, making it that much more difficult to study the effects of the practice without being influenced by the widely varying personalities and familial experiences of the unschoolers themselves. Are positive or negative results of unschooling due to the philosophy and educational practice, or are they moreso the result of parental practices? Is it even possible to separate the two? I don't have the answers to these questions. My concern is, "Is it right for my children?" I think, at least in the realm of "education", that it is.

I am often questioned, sometimes vehemently, about the advisability of using such an untested and controversial model for educating our children. "How can that possibly work?" "Kids don't know what they should learn!" "How will unschooled kids ever adapt to the real world?" "They will have huge gaps in their education." "They will grow up and feel that you failed them." "They will not be equipped to compete in a changing and extremely competitive, cutthroat world." "Show me evidence that this method works." "You aren't challenging them enough." "I need proof that they are learning." And so on, and so forth.

I have been tasked with finding evidence that Unschooling "works". That Unschooled kids can grow up to be successful, productive adults. That they can adapt to a world which seeks to impose external requirements and frameworks, requires one to be on time, and often requires one to work hard at something one does not like, in order to reach a goal. That Unschooling will not leave kids struggling to compete in a world that does not cater to their individual interests. Unfortunately, there has been little (if any) standardized research done on Unschooling and its results. I am continuing to seek and read what information I can find, and I am compiling a list of links relevant to this research. If you have any ideas or suggestions, I welcome the help. :)

* * *

PS- I should note, that I am not strictly an Unschooler in my actual homeschool practice. I do require my children to complete some "educational" tasks, even at their sometimes objections. The older they are, the more likely I am to impose some "forced" "learning" activities. My 8 yr old is in second grade this year (his birthday is in October), so I require him to complete some coursework in an online curriculum called "Time 4 Learning". My 6 yr old is in first grade, and I "force" him to sit down with me and work on reading from time to time. I question them occasionally on topics (such as money value, geography, or subtraction for instance) to see for myself how easily and completely they seem to remember and understand those things. I also administered the standardized CAT test at the beginning of this school year, which is not very "Unschool" of me. ;) I plan to administer a standardized test yearly, to help me keep track of "expected" learning and to help reassure my relevant detractors.

Music Monday: The Civil Wars

I'm a little late for Monday, since it's now very early Tuesday morning. But I need to share this music with you. So here is a Music Monday post on Tuesday.

"Poison & Wine" by The Civil Wars


This song tears me apart and I love everything about it. Check out their other stuff, too. It's really pretty stunning.

Great website: http://thecivilwars.com/

Storms, Cookies and Giving

Though it has been largely overshadowed in the news, most of us have still heard about the terrible storms that ripped through parts of the United States last week. We were poised for action here if it was needed, but thankfully the worst avoided us. However not that far away, Tuscaloosa AL was partially leveled by tornadoes. I have family in Tuscaloosa, and though some of them now have serious property damage to contend with I am very happy to say that none of them was seriously injured.

Today I baked up a storm of my own, turning out a small mountain of chocolate chip cookies to ship to friends and relatives in Alabama. If you would like to help out, please consider donating to the Red Cross, to the Tuscaloosa Disaster Relief Fund, or to Epic Church which is providing trailers and supplies for families which have lost everything in the storms. All are worthy organizations that are helping a great deal.

http://www.redcross.org
http://www.givetuscaloosa.com/
http://www.epicchurch.tv

Music Monday: Pogo

Billy introduced me to this artist, who creates wonderful electronic music from samples, often gleaned from popular movies. He edits videos to go along with the music, combining the source of the samples with imagery to set the perfect mood. My favorite songs are created from "real life" samples, like this one of his mother's garden:

"Gardyn" by Pogo


Or this one from his travels in Johannesburg:
"Joburg Jam" by Pogo


And here is one of his movie remixes, from the Pixar movie "Up":
"UPular" by Pogo


Look him up on youtube to see more videos; there are lots of great movie remixes (including "The Lord of the Rings"!). Also, check him out at http://www.pogomix.net/ to read more about him, about his World Remix Project, and to purchase some of his tracks.

Little Boy Projects

I'm afraid I have not been very good at making a note of all the various projects and adventures all our boys have got up to in the last couple weeks. I can't remember them all, but here is a small sample:

- The kids turned the mulch pile at the end of the driveway into "Mulch Mountain", a replica of Stone Mountain complete with buildings and a functioning cable car, all fashioned of gardening tools and assorted paraphernalia gleaned from the garage.

- Many insects have been captured, followed each time by impassioned petitions to be allowed to keep said insects as "pets". If they survive long enough, they are released back into the wild backyard.

- The kids have planted a garden, set out avocado pits to sprout, and planted several flower pots' worth of seeds.

- One kid has learned how to ride his bike. He also lost a tooth. The tooth came out when another boy sat on his face.

- Many forts have been built and deconstructed. One of the forts was a radio station. Sample playlist: Queen, That 1 Guy, Evanescence, Rush. . .

- Three boys decided to play "Robbers", and to that end began building a ladder with which to climb into Mama & Papa Bears' bedroom window. They were wearing helmets and life vests, which apparently somehow made this idea OK. THAT project was halted post-haste.

- One boy created a calendar on the dining room wall out of sticky notes. "ESTR" Sunday is clearly labeled. The month started out with 30 days, but now April has 44 days, divided into 13-day weeks. Nice of them to give us the extra time, don't you think? I could sure use it to get this blog back on track. :)

Co-Hab Project: Week One

Um.

I hardly know where to begin.

Things are humming along in my corner of the world, sometimes with a few more RPMs than I can handle. All in all though, I am feeling most excellent about our days here in our new abode with the Bears.

I will try to get blogging more often, because every day is an adventure around here and there is a lot going on. How could there not be, with no fewer than 6 young, active boys running around all day, 3 (sometimes 4) dogs, 2 cats, 2 vibrant mamas, 1 Dad working (mostly) onsite and 1 Dad in and out at odd hours. Throw in a perpetually evolving full slate of projects and a near-constant stream of visiting friends, and you might begin to form an idea of life in La Casa de los Osos. My dear friend Mo is a blogger too, so you can read about some of our shenanigans over at Five Bears A-Blogging.

Our first week of co-hab went very well indeed. Our families mesh amazingly well, and even the dogs (because I had to bring our Gypsy with us) settled in together with very little fuss. Household rules and schedules, chores and study time are being assimilated pretty well. I only have a couple laundry baskets' worth of stuff left to unpack. The kids are delighting in a greater freedom, which I can afford to allow because there are other responsible eyes helping me keep watch. And I have had to adjust quite a bit to accommodate this newfound sensation of having other adults (and older kids) to help me accomplish everything that needs to get done in a day. It's pretty damn wonderful, actually.

This week has been a week of finding rhythms, of learning our place in a larger system and how best to work together for mutual benefit. It's an exercise that our small nuclear families often never get the opportunity to fully engage, and one that I think is extremely valuable. It's also eminently sensible: I continue to be amazed at how much I can get accomplished with the simple addition of a few more responsible caretakers who can help carry the load. With other folks around to answer questions, take care of Babyman's needs, keep an eye on creative activities, help with chores, help keep kids on task, and stay home if I need to run an errand, my days run SO much more smoothly than before. When I think about all the things that the other adults and the older kids are helping with, and consider that I used to do all those things by myself, I am impressed that I ever accomplished anything at home before.

Now, this doesn't mean I have turned into Supermom, nor did I accomplish everything I set out to do last week. But there have been many, many times that I completed a task and looked around with a strong sense that I was forgetting something. . . only to realize that I hadn't forgotten it, it had simply been taken care of by someone else. Thus I was free to move on to the next task, whether it be mopping the kitchen, reading out loud to the kids or baking some cookies for bedtime snack.

In addition to my new ability to accomplish things, I am thrilled with the effect this has had on my kids' daily activities. They are engaging in very creative projects, and playing outdoors a lot. It's the sort of thing I couldn't afford to allow before, because there simply wasn't enough of me to keep an eye on things and still keep our days moving forward. I love that every time I give the boys a bath they are filthy. They've been doing things. It's great.

So, I officially declare our first week to be a success. I could definitely get used to this co-hab thing. It may not be for everyone, but if you can hit on the right chemistry of folks it's a divine way of raising families.